The Role of E-Mentoring in Mathematically Gifted Students’ Academic Life

Mammadov, Sakhavat; Topçu, Abdullah

doi:10.1177/0162353214540824

Cited by 10 publications

(8 citation statements)

References 51 publications

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“…Research supports the benefits of this type of mentoring for gifted children. Mammadov and Topcu studied the effectiveness of pairing eighth‐grade students who were advanced in mathematics with an e‐mentor who provided challenging mathematics problems based in real‐world contexts—ones more complex than those found in mathematics books 20 . They found that benefits for students included increased motivation and self‐efficacy.…”

Section: A Developmental Stage Model Of Mentoringmentioning

confidence: 99%

A developmental view of mentoring talented students in academic and nonacademic domains

Subotnik

Olszewski‐Kubilius

Khalid

et al. 2019

Annals of the New York Academy of Sciences

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The role of mentors for talented students varies according to developmental level and domain. Domains differ as to when they begin, peak, and end. Therefore, mentoring at the beginning of a talent trajectory may take place in middle school for a science student and in elementary school for a violinist. In the later stages of talent development, mentors are more likely to select their protégés than to be organizationally matched with mentees. As mentees gain the requisite skills and knowledge, mentors place more emphasis on modeling and coaching for psychosocial skills and insider knowledge (access to networks of information, attitudes, and behaviors rewarded by gatekeepers) that allow their mentees to stand out and, if necessary, endure pushback derived from proposing creative ideas or performances that challenge the status quo. The conclusions reported here are derived from studies of mentoring talented students, with an emphasis on identifying similarities across domains, and recognition that mentors’ provision of insider knowledge is particularly important for low‐income children and youth.

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Section: A Developmental Stage Model Of Mentoringmentioning

confidence: 99%

A developmental view of mentoring talented students in academic and nonacademic domains

Subotnik

Olszewski‐Kubilius

Khalid

et al. 2019

Annals of the New York Academy of Sciences

View full text Add to dashboard Cite

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“…We also found that the success of collaboration in terms of the five elements of CL appears more possible in a synchronous environment than in an asynchronous environment (e.g. Mammadov & Topçu 2014).…”

Section: Resultsmentioning

confidence: 63%

In pursuit of accomplished teacher development through praxis in a South African distance learning programme

Kruger¹

2019

NWU Self-Directed Learning Series

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“…The Gifted individuals, as defined by Hallahan (2009), mentioned in Mammadov & Topuc (2014): A group of individuals possess cognitive superiority, creativity, and motivation, which significantly set them apart from the vast majority of their age peers, and make it possible for them to contribute something of exceptional value to society The Gifted individuals procedurally: A group of individuals who were characterized by mental, psychological and social characteristics that made them surpass their peers and receive the admiration and appreciation of the Messenger of Allah (PBUH), and whose contemporaries attested to their talent and excellence. The Prophetic Sunnah, which stands for all recorded acts, speeches or endorsements Prophet Muhammad (PBUH).…”

Section: Terminology Of the Studymentioning

confidence: 99%

Fundamentals of the gifted education in the prophetic sunnah, and its relation to contemporary educational thought

Al-Zboon

Jadou

2020

Journal for the Education of Gifted Young Scientists

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Allah created Adam from a handful that He gathered from the entire earth, so the sons of Adam come like the earth. Some of them are red, some are white, some are black, and some are in between. Some of them are easy, some of them have tough nature, some are evil, and some are good." (Abu Dawood, Kitab al-Sunnah, Bab al-Qadar, c 7, p. 78, Hadeeth No. 4693). Prophet Mohammad (PBUH), when affirming human nature, draws attention to the reality of this diversity in his Companions. He noticed that they were unique in their attributes and had titles indicating their talents and abilities which characterized them throughout their lives. This reality was evident in the Hadeeth narrated by Anas Bin Malik who said: "The Messenger of Allah, (PBUH), said, "The most merciful of my Ummah is Abu Bakr. The strongest of them in enforcing God's teachings is Omar. The sincerest of them in modesty is Othman. The best reciter of the Book of Allah among them is Ubay bin Ka'b. The expert in the rules of inheritance is Zaid bin Thabit. The most knowledgeable amongst them in the lawful and unlawful is Mu'adh bin Jabal. Undoubtedly, every nation has a trustee and the trustee of this nation is Abu Ubaida bin Al-Jarrah." (Al-Tirmidhi, Sunan al-Tirmidhi. bab manaqib Moath bin Jabal, wa Zaid bin Thabt, wa Abu Ubaida bin Al-Jarrah, c. 6, p. 127, Hadeeth No. 3791). The Prophet (PBUH) emphasizes in the previous Hadeeth two important points: First, differences in human nature and abilities; and second, that Allah gave each of the honorable Companions mentioned above a trait which characterized and distinguished him from other Companions. Undoubtedly, this shows that the Prophet (PBUH) had preceded the theorists of modern education in referring to a gifted class of individuals who enjoy mental, psychological and social qualities such as accuracy of their observation, their scientific curiosity, their memorization and recollection, their ability in comparison, analysis and creative thinking. In addition to possessing strong motivation, ability to face challenges, superiority in self-confidence, excellence in dialogue management, acceptance of the other opinion, ability to influence and convince others, their love of leadership and shouldering responsibility, and other attributes that highlight the origins of mental, psychological and social education, which will be covered later in this study with some analysis and detail. Giftedness according to the Islamic perspective, as defined by Abu Nimer (2011), is a practice that shows excellence, which is described as a universal rule and human nature necessitated by Allah's wisdom in the creation. About this Allah says:" and if your Lord had so willed, He could surely have made mankind one Ummah [nation or community (following one religion i.e. Islam)], but they will not cease to disagree " (Houd: 118). Giftedness is a practice with special foundations and basis which were referred to by Mansour (2008) such as performance excellence, the need for a role model teacher, learning creative thinking and linking...

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The Role of E-Mentoring in Mathematically Gifted Students’ Academic Life

Cited by 10 publications

References 51 publications

A developmental view of mentoring talented students in academic and nonacademic domains

A developmental view of mentoring talented students in academic and nonacademic domains

In pursuit of accomplished teacher development through praxis in a South African distance learning programme

Fundamentals of the gifted education in the prophetic sunnah, and its relation to contemporary educational thought

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